Critical reading final
Upcoming SlideShare
Loading in...5
×
 

Critical reading final

on

  • 320 views

 

Statistics

Views

Total Views
320
Views on SlideShare
320
Embed Views
0

Actions

Likes
0
Downloads
3
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Critical reading final Critical reading final Presentation Transcript

  • Critical Reading - They don’t read do they?Sandra Sinfield - LDU – LearnHigherCETL and LDHENMarch 2007
  • London Met – reading readingWhy students are not readingWhat’s it for – why do we want our students toread?Range of practical activities to encouragereading – thinking - writing
  • Why some don’t readLack cultural capitalLack of academic capitalStudying seen as part timeStudents read less than they didSheer amount of information…Shift to modularity – more reading expected of less inductedstudents with less timeSubjects seen as vocational rather than academicImplicit HE curriculum: need to make explicit what we mean bytaken for granted practices – need to embed opportunities forstudents to develop academic practices in the curriculum.
  • What’s it for?Reading – what do we want?What are we testing? The ability to find difficultsources? The discovery of obscure texts? Quantityread? Reading for meaning? Reading for criticalengagement?Acknowledge time constraints: specify, photocopy…Make space for reading and reading related activitieshttp://www.publishinghub.net/
  • Reading within the curriculumBrainstorm: Why do we read? How do we know what to read? How can we read effectively? How much should we read?Discuss with group – acknowledge reading is difficult – but gets easier with practice
  • Model it!Discuss your reading – it is difficult foreveryone!Set student pairs/groups a text to read in classTextmapping can help:http://www.textmapping.org/using.htmlModel reading yourself in class – breaking textinto chunks – use of skim and scan & in depth:
  • Active, interactive & critical reading strategyFor EACH significant section: What is this paragraph about? Where is the writer coming from? Who would agree/disagree with this position? What is the argument? Who would dis/agree? What is the evidence? Is it valid? How do you know?Annotations – marginalia - short notes.TIP: index cards of all sources – re-cycle reading
  • Link to writing:We feel that students ‘cannot write’ becausethey do not read!Hence increase in plagiarism?Possibly link reading strategy to writing strategy‘The paragraph as dialogue’
  • Writing questions:What is this paragraph about?What exactly is that?What is your argument? (Tell me more)What is the evidence (for & against)?What does it mean?How does this relate back to the question as awhole?
  • Make reading necessaryRead this & come to seminar with: Three words that describe how it made you feel A bare bones summary (25 words) A visual summary One question that you would ask the author An object that represents something from the text – to discuss A one minute presentation& value the effort that is put in when it is.
  • Emergency tactic:When half of them have not read the set text: Get everyone to select one sentence from the text that they have found meaningful (a main point or an idea with which to argue) – they then write this on a post-it or on the whiteboard and say why they chose it. The ones who did read make an informed choice – others have to busk it… An interesting discussion ensues – and may be they all read next time.
  • Research Encourage your students to participate in the LearnHigher research project exploring reading:  http://www.surveymonkey .com/s.asp?u=268963177707   Contact Sandra Sinfield s.sinfield@ londonmet.ac.uk for more information.